Analysis of Teachers’ Needs for Instruction Design in School Library-Assisted Instruction

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Key Points

The study aims to analyze teachers' perceptions of library-assisted instruction and identify practical tasks.
Survey conducted with 5,095 teachers nationwide
Focus on three categories: instruction design, curriculum alignment, and interdisciplinary collaboration
Utilization of Importance-Performance Analysis (IPA) for data analysis
In instruction design, all of Gagné's nine events were significantly prioritized over execution, particularly in 'attention' strategies.
Despite recognizing the need for curriculum alignment with 'Library and Information Life', teachers struggle to implement this in practice.
Teachers valued collaborative instruction led by librarians but found standard teacher-led instruction to have the highest execution rate.

This research analyzes teachers' perceptions of library-assisted instruction and proposes practical solutions.

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Kang et al. (2026) studied this question.

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